1 of 13

Slide Notes

In this Haiku Deck, I will explore how my new knowledge of TPACK and SAMR lead to a successful higher order use of technology within my preschool classroom.

From Tech o to Tech Hero

Published on Apr 01, 2017

An illustration of the TPACK and SAMR processess for integrating technology into one's teaching practice at the preschool level.


From Tech ZERO to Tech Hero

In this Haiku Deck, I will explore how my new knowledge of TPACK and SAMR lead to a successful higher order use of technology within my preschool classroom.

TpAck Explained

TpAck Explained

Untitled Slide

  • TPaCk - A matrix for critical thinking about the intersection of content, Pedagological, and Technology knowledge.
  • SAMR - A Ladder for evaluating quality & function of technology in a Lesson to increase Higher order thinking and Doing in the classroom.
Photo by Timm Suess

Findings uSing TPACK

Photo by Kathy Cassidy


  • Context: Title 1 Preschool, limited tech resources, Students savvy in the use of apps, Tablets, and PHones
  • Content: Missouri Early Learning Standards, District acaDemic Standards
  • PedaGODGY: Constructivism + Knowledge of Child Development
  • Technology: 2 IPADS, A SMART TV, and a LAPTOP
Looking at the various catagories of TPACK, I have filled in facts and standards which apply to my context at the preschool where I teach. A major consideration in preschool is making sure screen time and use of technology is carefully planned. Little brains and bodies may be able to quickly adopt and adapt technology. The children love using phones and tablets. However there is evidence that they quickly become addicted to the screen and that the back lighting and other features may rewire the brain leading to sleep difficulties and other cognitive problems such as lack of creativity using real objects in play and social difficulties such as quicker tempers, anxiety, lack of empathy resulting from too much time with technology.

Preschoolers can use tech to construct knowledge

Using my knowledge of our science unit on lifecycles, thinking about ways to raise cognative rigor and allow the children to do more of the work of recording the changes to a seed as it grows, I decide to have the children use their IPAD cameras to record the daily changes to the sprouting seeds.

Students will use IPAD Cameras to record the lifecycle of a plant and share what they learn with the whole school at morning assembly

Once their stop motion film is complete, my students can share their illustration of a plant lifecycle at our weekly all school assembly. They can get feedback from the other students or guide them in a summative assessment by asking their peers to relate what they learned from the film.
Photo by tofutti break

SAMR Explained


Merely using cameras to film the life cycle of a plant would be subsitution if all the children did was record the lifecycle. The camera would be a substitute for students narrating information for a written chart. It is only augmentation at this stage as well because it does allow the children to record the information themselves without the support of the teacher. It moves to

using a Video camera with Plant Lifecycles redifines the activity

The old technology involved hands on planting of seeds and students verbally dictating the changes they noted to a teacher to transcribe on a graph or chart. Using an IPAD children can record the changes themselves. They can plant different kinds of seeds and record their sprouting and growth. Then using a side by side comparision they can compare and contrast the lifecyles of different plants. Then they can share their work with the whole school. This redefines the task completely and increases the rigor and cogniative load for students.

Using TPACK and SAMR One moves from a TEacher Tech zero to a Tech Hero. Students move from passive recievers of information via technology to using technology to create knowlede.

Photo by julochka

A Win WIN, The END!

Lorrie Corder

Haiku Deck Pro User